ABSTRACT
Assessment and intervention are closely intertwined (Sattler, 2008). More than a quarter of a century ago, calls were being made for broadening the concept of assessment by stressing the link between assessment and intervention to better make instructional decisions (Meyers, Pfeffer, & Erlbaum, 1985). The American Psychological Association (APA, 2005), in their Policy Statement on Evidence-Based Practice in Psychology, recognizes the close relationship that assessment must have with intervention, as does the National Association of School Psychologists (NASP, 2009) in their position statement on “School Psychologists Involvement with Assessment.” This link between assessment and intervention was also an integral part of the Response to Intervention (RTI) movement that was introduced in the 2001 No Child Left Behind (NCLB) Act (No Child Left Behind, 2001) and the 2004 reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA; Individuals with Disabilities Education Improvement Act, 2004). It is not clear, however, that this imperative from professional organizations and research has been translated into a link between assessment and intervention in practice.
